The student population of urban schools reflects widely diverse socioeconomic, linguistic, and ethnic backgrounds, yet few teacher training programs are currently addressing the need to recruit and train teachers reflecting this diversity. The Seattle Public Schools/Western Washington University (SPS/WWU) post-baccalaureate paraprofessional teacher preparation program for K-8 certification was designed to increase the number of teachers of color and bilingual teachers in the Seattle public schools. Prior research revealed that the Seattle School District's Instructional Assistants were highly qualified. Many were students of color with bachelors degrees who had hoped to become teachers but did not pursue teaching credentials because of financial constraints, workloads, or lack of confidence to return to school. The SPS/WWU program consisted of 4 quarters of coursework, with the third quarter dedicated to student teaching. Instructors came from the public schools, the university, and the district administration. Twenty-nine paraprofessionals were selected for the 1-year program; 1 dropped out, 18 graduated on time, and the remaining students finished with some additional study. Based on the SPS/WWU experience, the conclusion is that elements for a successful program to train teachers from widely diverse backgrounds include: (1) clear requirements and responsibilities; (2) fair and equitable treatment of students; (3) giving particular attention to first generation college students, especially those who have been out of school for several years; (4) faculty who are willing and able to work with urban students; (5) provisions for mentoring students; (6) financial support; and (7) flexibility of class scheduling. (ND)